Topic: Linguistic Diversity In Schools *** Attach a complete reference list.

Student name: _Derrick S. Evans__

1) What I did to explore this topic? (check all that apply) (for best variety utilize at least one reference from each Tier. Tier I _X__ Textbook (for this class) __X_ Peer Reviewed Journal articles ___ Academic Books Tier II ___ Interviews (peers, employers, other teachers, students, relatives) ___ Non-Academic Books ___ Newspaper or magazine articles ___ Web pages (specify) X_ Other (specify) 2) Provide a bulleted list overview of facts you learned through conducting this search: (indicate through appropriate citations where your new knowledge was gained.) Do not use direct quotes; do provide page or paragraph numbers in the citation. Emergence of linguistic diversity in the Ukraine is a growing political concern (Kolisnichenko & Rosenbaum, 2009, p. 932). The Ukrainian government has sought ways to address the efforts of maintaining linguistic and ethnic diversity through public education (Kolisnichenko & Rosenbaum, 2009, p. 933). Indigenous populations and ethnic minorities are pressing policy development in public secondary and higher education in order to preserve native language and local community culture (Kolisnichenko & Rosenbaum, 2009, p. 935). None of the Ukrainian institutional programs felt that ethnic or linguistic minority students were disadvantaged in their ability to complete their education, training, or obtain employment as a result of the ethnic or linguistic status (Kolisnichenko & Rosenbaum, 2009, p. 936). Immigrants that come to the United States are often met with depressed attitudes from teachers and guidance counselors who disregard childrens aspiration of achieving the American dream because they suffer from lack of skills in English (Spring, 2010, p. 191-192). Ethnic and linguistic barriers often result in a lack of social mobility an decline in cultural capitol (Spring, 2010, p. 192).

In a multicultural society, there are stages of socialization that require students to assimilate to the dominant culture and eventually learn to recognize and embrace their ethnic culture and language. This change in the cultural frame of reference can happen systemically over a short period of time or may take decades for generations to pass through each stage incrementally (Spring, 2010, p. 1119-127). There is a great disparity between the cultural and linguistic diversity of teaching in public schools as the majority of teachers are White and the student populations continue to become more diverse (Robinson & Clardy, 2011, p.101) Critical Race Theory enables researchers to challenge inequity and racism in education and society as well as challenge prevailing ideologies revealing privilege of dominant groups in schools and society(Robinson & Clardy, 2011, p. 102). The notion of language as ever evolving is accepted as truth by academics, but is seldom incorporated into the coursework or curriculum and rigid forms of English are the norm within the academy and functions as a gatekeeper as well as fate keeper to impede speakers of other languages or dialects (Robinson & Clardy, 2011, p. 103) The use of Ebonics has demonstrated that incorporation of multicultural language and culture is often resisted by dominant culture but also by members of the ethnic minority it is supposed to enrich. The example is African Americans resistance to Ebonics as being a substandard language and its usage denied them cultural capitol and opportunity for cultural capital within the mainstream culture (Robinson & Clardy, 2011, p.103-104). The European Union has expressed value for linguistic diversity of Europe; however, economic pressures have prompted English to become the dominant language and forces other languages to and auxiliary role (Tender & Vihalemm, 2009, p. 43). The European Unions ideals of providing access to political, economic, culture, and education to members in their native language have been met with resistance from members as well as by economic hardships (Tender & Vihalemm, 2009, p. 45). A paradigm shift away from investing in multiculturalism as social capital and language knowledge as being good for business without mention of social and human value of language diversity rationalizes multiculturalism purely on economic terms (Tender & Vihalemm, 2009, p. 46). School systems are important establishers of the practical value of languages from both the social and humanistic value but also the political and economic value (Tender & Vihalemm, 2009, p. 57).

3) Provide a synthesis/analysis in paragraph form of how the facts noted above bring meaning to the topic. Explain why the facts are important/significant. Provide an analysis of your learning on the topic. (Do not merely repeat the facts.) (250 words max.) The analysis of these facts related to linguistic diversity in schools focuses on the combative nature of embracing a dominant language for political and economic advantage against the preservation of ethnic culture and language. Beginning with the emergence of linguistic diversity in the Ukraine is a growing political concern (Kolisnichenko & Rosenbaum, 2009) through an examination of the European Unions ideals of providing access to political, economic, culture, and education to members in their native language being met with resistance from members as well as by economic hardships (Tender & Vihalemm, 2009), the literature reveals a dominant force in ethnic and linguistic diversity is economic advantage for a consistently recognized dominant language and culture. The textbook outlines a terrific argument of why the American Dream is lost in the pursuit of multicultural advancements and is being rejected by immigrant and indigenous populations who feel they are being disadvantaged or denied social capital when they are not allowed to pursue skills in the dominant language and culture (Spring, 2010). The desire for economic and social mobility have inspired a paradigm shift away from investing in multiculturalism as social capital and language knowledge as being good for business without mention of social and human value of language diversity rationalizes multiculturalism purely on economic terms (Tender & Vihalemm, 2009). Another example of economic dominance being the driving force behind maintaining a prevailing language is African Americans resistance to Ebonics as being a substandard language and its usage denied them cultural capitol and opportunity for cultural capital within the mainstream culture (Robinson & Clardy, 2011). The implementation of multiculturalism is two-edged sword for many ethnic minorities and government and educational institutions. School systems are important establishers of the practical value of languages from both the social and humanistic value but also the political and economic value (Tender & Vihalemm, 2009). Defining linguistic diversity in schools is complicated and will require policy makers to carefully weigh social value with social capital.

4) Apply your learning to the topic. Describe an issue or aspect of the topic that is relevant to professional educational settings OR present a brief case study of an incident or situation related to this issue (raise questions and/or propose solutions). Demonstrate that you understand how to apply the topic to your profession of teaching. (250 words max.)

From my perspective as a professional educator, there is value to preserving both an accepted dominant language and the linguistic diversity of many cultures in the educational system. The accepted dominant language (whatever it may be) is valuable for allowing competitive advantage to be achievable by all. It allows any students with an opportunity to have a common language to facilitate political and business opportunities. I can also make the argument for having these same advantages available within the context of the students own language and cultural experiences; however, there is a major disadvantage cost. This type of ideal setting is cost prohibitive, especially in the educational arena where resources are already shrinking. My case study hits close to home as my daughter, who is a sixth grade student, has the opportunity to participate in a Spanish emersion program over the next six years. Successful completion of this program will allow her to graduate from high school as bilingual and somewhat bicultural. I say somewhat because she is only exposed to the culture through the viewpoint of the instructors and the cultural activities she can participate in. I dont think she can ever be bicultural in the Latino/Latina or Hispanic based cultures, as she is not ethnically Hispanic. She can only be immersed in the culture as an outsider who strives to be an insider. This is much like how non-white, nonEnglish speaking minority students strive to be insiders in a culture for which they are not born into. Regardless of the limitations to immersion in the Hispanic language/culture, the advantages of a bicultural education outweigh those of a monoculture education. As a product of monocultural education, my experience is based on the belief that everyone has an equal opportunity and should be treated as an individual. This framework has been challenged as I have grown older and have been exposed to a wider variety of cultural experiences. From that perspective, I support the need for multicultural education and delight that my children will be able to participate in programs that encourage multiculturalism as the Spanish program does. I believe this will formulate a more competitive political and economic advantage in the future for my children.

5) Reference List: (include a reference list in APA Style 6th edition) (reference list does NOT count toward page limitations)

Kolisnichenko, N. & Rosenbaum, A. (2009). Building a new democracy in Ukraine: The unacknowledged issue of ethic and linguistic diversity in public administration education and training. Public Administration Review. 69(5), 932-940. Robinson, C. C., & Clardy, P. (2011). It aint what you say, its how you say it: Linguistic and cultural diversity in the classroom. Journal of Cultural Diversity. 18(3), 101-110. Spring, J. (2010). The intersection of cultures: Multicultural education in the United States and global economy. New York: NY: Routledge. Tender, T., & Vihalemm, T. (2009). Two languages in addition to mother tongue will this policy preserve linguistic diversity in Europe? TRAMES. 13(63/58), 1, 41-63. Doi: 10.3176/tr2009.1.03

Grading Rubric: (Include this rubric to facilitate grading your assignment.) Does not meet Expectations (D) 0-1 Reference (0-3) Passing (C) Good (B) Superior (A) Grading

Research Quantity

More than 3 references (15) Research No reference Reference list Reference list Reference list APA Style list (0pts) is not in APA is not APA is in APA style (1 pts.) style (2pts) style, 6th edition (5pts.) Research Did the student seek out an appropriate variety of references? Quality Do the references support student engagement and learning? Facts 7 or more facts = 10 pts.; 5-6 facts = 7 pts.; 3-4 = 4 pts.; less than 3 = 2pts. Synthesis Addresses less Incorporates Incorporates Incorporates or Analysis than 7 facts, 7 of 10 facts 8 of 10 facts all 10 facts in or merely or addresses in synthesis cohesive reiterates the 8 facts but or analysis or synthesis or facts. (0-14 lacks all 10 facts analysis of pts.) cohesiveness. are used but topic. (25(15-19 pts.) not cohesive. 30pts) (20-24 pts.) Application Does not Demonstrates Demonstrates Demonstrates demonstrate emerging adequate superior understanding understanding understanding understanding of the topic in of the topic in of the topic in of the topic in

2 References (7)

3 references (10)

15 pts max 5 pts max

10 pts max 10 pts max 30 pts max

30 pts max

relation to the relation to the field of field of teaching. (20- teaching. (2545 pts.) 30pts) SCORE: ______ of 100 *please leave this grading rubric in place at the end of your assignment so that I can easily use it for grading purposes.

relation to the field of teaching. (014 pts.)

relation to the field of teaching. (1519 pts.)